Module 8: Blended Learning (Option A)


My Flipped Learning Lesson:

In 1st grade, we study Force and Motion. Most 1st graders already have some sort of understanding of this concept, so introducing force (pushes and pulls) in a flipped lesson is a great way to provide the necessary direct instruction without taking up class time. When kids return to class the next day, we can get right into a higher-order activity where kids will be analyzing how force can have all kinds of impact on movement.

My lesson includes:

Parts 1 and 2: First exposure/direct instruction via 2 videos that teach about pushes and pulls and how these forces can affect the way an object moves.

Part 3: Provides a bit of practice using different amounts of force to put animals into a zoo.

Part 4: Students take a simple quiz to assess understanding of big ideas and to hold them accountable for completing the lesson. No points are given, however, if the quiz isn’t completed or data shows lack of understanding, they should rewatch videos and take the quiz again at home or at school the next day, before participating in the higher-order activity.

Click here to view my flipped lesson.

The Next Day, In-Class, Higher-Level Activity:

I’ll first lead a 10-minute accountability lesson. In their science notebook, kids will sketch 2 different pictures that show how they use force in their everyday lives. Under each picture, they’ll write a caption that describes what they are doing in each picture. Their caption must include the terms “push” and “pull.” I’ll model the process via think aloud as I model what a finished product might look like.

Example:  

When kids are finished, they’ll share their pictures and captions with a partner at their table. I will be walking around conferencing and collecting formative data, while also *strategically selecting a couple of kids to quick-share their work on the document camera. (*out-of-the-box thinking, a kid who needs a boost, a good solid example with details)

Higher-Order Activity: The in-class higher-order activity explores the relationship between force and motion, particularly how changing the amount of force can affect how an object moves. I will model the following task, including recording observations on a record sheet. The model will be left on the document camera as a resource. (see example below)

The task: Kids will work together in small groups of 4. Each group will receive large chart paper to lay out on their table, as well as 5 spinning tops, one for each kid. Tops have marker tips to help see patterns of movement. Kids will be required to spin the top using 4 different measures of force which we’ll call: teeny, little, medium, and big pushes. They will observe changes in motion including how the top moves, the length of time it moves, the distance, and the speed. Kids have the choice of working individually, with a partner, or both. Fine motor skills will vary so it might be that sometimes kids will need a partner to do the pushing. Kids should be talking about their observations, using academic language (push, pull, force, etc.) and do their recording while making their observations.

Example of how they might record observations (Note: labeling, doodling, using arrows…these are all things that were scaffolded previously during Writers Workshop lessons, so no direct instruction needs to be done for this. Just the modeling of expectations.)

When we debrief on the meeting rug, kids will bring their record sheet and sit with a partner who wasn’t in their group. They’ll have a few minutes to partner share their observations. I’ll listen in for the big ideas and for any misconceptions/struggles. After a brief share, as a class and with my guidance, we’ll create a force and motion generalization chart. (Generalizations will be written as equations to reinforce “equals” means “the same.”)

Examples: Little force = little movement.   Bigger force = faster speed.

Based on my observations, when kids seem ready, I’ll release them to turn and talk with the partner to come up with more generalizations. I will listen in and conference as needed to ensure they are on track. When partners have an accurate generalization, they’ll get an “A-ok/thumbs up” from me to go add it to the chart. It’s ok if generalizations are repeated. (Next steps: We’ll be using these generalizations to apply to things in their daily lives. i.e. If they want to kick the ball farther during a kickball game, then they can try using more force. The application of big ideas will be ongoing throughout the unit.)

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